Call for papers: Special section from CWCA 2021 session

Submission deadline extended to October 15/2021!

Discourse and Writing/Rédactologie (DW/R) will publish a special section of papers from the CWCA/ACCR 2021 conference. Guest editors welcome article submissions from all sessions from the conference. Work that was not presented at the 2021 Conference, but which is closely related to the conference theme, will also be considered for publication. The CWCA/ACCR 2021 conference’s theme, “Transformative Inclusivity: Social Justice and Writing Centres,” invites us, as writing centre professionals, to discuss our commitment to ensuring accessibility, inclusivity, democracy, and anti-racism in our spaces, our practices, and our research.

Submissions considered for publication in the special section may focus on the following:

  • How does exclusion and injustice affect students, tutors, administrators, and others who occupy our physical, virtual, and scholarly spaces?
  • How can we proactively address the impacts of racism, sexism, ableism, homophobia, xenophobia, and transphobia to most effectively counter systemic injustices?
  • How can writing centres play a role in building fully accessible learning opportunities that will benefit all students, but especially students who face social barriers?
  • How can we transform access to our spaces into access to power to transform our spaces (and the world beyond)?

Articles can be around 3000 – 3500 words, and should include an abstract (< 200 words). The may follow traditional norms of academic discourse, but we also encourage non-traditional submissions that are auto-ethnographical, reflexive, or narrative, along with interviews and snapshots of ongoing research and inquiries. As many of us are working under pressure because of the COVID-19 pandemic, shorter articles (1000 – 2000 words) and vignettes will be gladly accepted. We welcome statements of positionality.

Submission guidelines

Articles will follow the conventions of the DW/R in terms of the inclusion of an abstract and keywords, the use of APA (7th edition), and use of double-spacing. Please see the DW/R website for more information for prospective authors: (scroll down for manuscript submission guidelines, but please do not submit through the DW/R website).

All articles must be formatted in Word and submitted by email to (Vidya Natarajan’s email address—again, please do not submit to the DW/R website) by October 15, 2021. Articles will be screened by the special section guest editors and then submitted to a double-anonymous review process. Please remove names and other personal identity-revealing features from the article’s text when you submit.

For more information, prospective authors may contact guest editors Vidya Natarajan (, Mandy Penny (, and Lisa Kovac (

Job Posting: Assistant Professor (limited), Writing Studies, University of Toronto

The University of Toronto’s New College Writing Centre in the Faculty of Arts and Science is seeking applications for a three-year Contractually Limited Term Appointment (CLTA) in the area of Writing Studies, with a specialization in anti-racist and/or decolonial writing pedagogies.

The appointment will be at the rank of Assistant Professor, Teaching Stream, with an expected start date of September 1, 2021, or shortly thereafter.

All application materials, including reference letters must be received by July 30, 2021.  
If you have questions about this position, please contact Principal Bonnie McElhinny (

More information is available on the job posting webpage:

Job Posting: Learning Services Coordinator (temp FT), Student Learning Commons, Simon Fraser University

The Student Learning Commons in Simon Fraser University’s (SFU) Library is seeking a temporary full-time Learning Services Coordinator. The term is from later in 2021 through January 2023.

More information, including how to apply, can be found on the SFU website:

The Learning Services Coordinator coordinates the delivery of learning strategies programs and services to students. The Learning Services Coordinator provides direct service through senate-approved classes, workshops, courses, on-line programs and individual advising that focus on thinking, learning, decision making and life management skills. Programs are aimed at facilitating transition, student success and retention. In addition, in collaboration with Student Learning Commons colleagues, the Learning Services Coordinator develops and oversees the learning strategies curriculum, supervises the involvement of student staff and student volunteers (e.g. Student Learning Commons Graduate Peer Facilitators and Peer Educators), coordinates projects, researches and develops new programs and develops partnerships with faculty, student services staff and the community.


  • Master’s of Education degree with a minimum of 3 years of post-secondary teaching experience, and experience in the development and delivery of post-secondary learning strategies programs, or an equivalent combination of education, training and experience.
  • Excellent knowledge of student development, learning strategies theory, research and current issues, and transition programs for post-secondary students.
  • Excellent analytical and research skills.
  • Excellent communication (oral, written, and presentation) skills, interpersonal, problem-solving and supervisory skills.
  • Proficient in the use of word processing, database, and presentation applications.
  • Excellent organizational and time management skills.
  • Ability to work in a multidisciplinary team.

Job Posting: UofT Graduate Centre for Academic Communication (2-3 part-time positions)

The University of Toronto’s School of Graduate Studies’ Graduate Centre for Academic Communication (GCAC) invites applications for 2-3 instructors to teach the non-credit courses listed below. GCAC’s non-credit courses run for three–six weeks, two hours per week, and applicants will be considered either for individual course modules, or for a combination of course modules, based on qualifications, experience, and availability.  Courses will be online until campus reopens, at which point some courses will be online and some will be held in-person.

All applicants should read course descriptions on the GCAC website at and indicate the specific course(s) for which they wish to be considered.

Here is a list of the non-credit courses for which we are seeking instructors:

Academic Writing for Non-native Speakers of English: Class size: 36 students. The GCAC offers three  separate courses on academic writing for non-native speakers of English: Academic Writing 1: Focus on Essentials; Academic Writing 2: Focus on Grammar; and Academic Writing 3: Focus on Style. Qualifications/Duties: We seek instructors for these five week courses (two hours a week) courses who are TESL Certified and experienced in teaching advanced L2 students. Course instructors prepare course materials, teach the course, provide students with written feedback on their work, and meet with students in one-on-one appointments and in office hours.

Oral Presentation Skills: Class size: 20 students. This five-week course (two hours a week) helps graduate students to prepare for class presentations, conference presentations, and thesis defences. Qualifications/Duties: Instructors must be highly effective presenters who are able to help students target the needs of specific audiences, design PowerPoint slides effectively, and deliver presentations with increased confidence and clarity. Successful applicants will be required to prepare materials, teach the course, give feedback on student presentations, and meet with students in tutorials and office hours.

Academic Conversation Skills: Class Size – 22 students.This six-week course (two hours a week) is designed for international graduate students who find speaking/listening in English more difficult than reading/writing, and engaging in academic dialogue more difficult than presenting prepared monologues. Qualifications/Duties: We seek instructors who are able to help students become aware of the linguistic and paralinguistic features of conversations in an academic context and who can assist students in decoding the cultural assumptions that shape conversational choices. Successful applicants will meet prepare curriculum suitable for advanced multilingual graduate students to supplement the provided40-page course-pack, and teach their own sections of the course (12 contact hours).

Proposal Writing:  We are seeking TAs for our proposal writing courses who will provide written feedback on students’ draft proposals and meet students in 1-on-1 appointments. GCAC offers three separate courses on proposal writing: “Writing SSHRC Proposals,” “Writing NSERC Proposals,” and “Writing CIHR Proposals,” all of which are offered in August. Appointments are held in late August and throughout September. Estimated enrolment for each course is 80 -150.  All applicants should indicate the specific course above for which he/she wishes to be considered. Qualifications/Duties:  We seek graduate students and post-doctoral fellows who have held/currently hold scholarships from SSHRC, NSERC, or CIHR to provide written and oral feedback on graduate students’ draft proposals. Successful applicants will be paid to attend the relevant course in September (if they have not already attended the course), to provide written feedback on students’ draft proposals, and to meet with students in 1-on-1 appointments. Preference will be given to applicants who are grant winners themselves and who have experience teaching writing at the university level, either in a classroom or one-on-one.

Total Number of Positions:      2-3

Size of Appointment (hours): 30 – 90 hours

Dates of Appointment:              September 2021 – Dec 2021 and/or January 2022 – April 2022 (or shorter for those teaching only one three-six week course) 

Salary:      $42 – $47 per hour, based on qualifications and experience    


To apply

To be considered for a position, please send an application letter outlining your particular suitability for work in GCAC, a curriculum vitae, and the names and contact information of three referees. Applications should be sent by email to Dr. Jane Freeman, Director of GCAC at using the following subject line:

GCAC Application to teach [name of course(s)]

In your covering letter, please be sure to indicate the positions above for which you would like to be considered. Please also state whether you are available for online or in-person teaching (once it is permitted by the university) or both. 

Date of Posting: June 29, 2021

Application deadline: July 26, 2021 or until positions are filled

Please note: Interviews will begin in August and continue until the positions are filled. The positions posted above are tentative pending final course determinations and enrolments.